Integrative approach to master’s programs in linguistics: Сomparative review of Russian and international paradigms
DOI:
https://doi.org/10.33910/1992-6464-2026-219-21-30Keywords:
interdisciplinary integration, project-based method, linguistic education, digital competencies of linguists, specialized professional education, master’s programAbstract
Introduction. This article aims to analyze models and principles of interdisciplinary integration in the design of master’s programs in linguistics.
Materials and Methods. To compare Russian and international approaches to interdisciplinary integration in linguistics, a comparative analysis was conducted of two sets of master’s programs — 353 foreign and 295 Russian programs. The criteria for program selection were: (1) educational level (master’s/specialized higher education); (2) field of study (linguistics); and (3) integration with the IT sphere.
Results. The analysis revealed several levels of integration: (1) minimal, where isolated IT courses are introduced to support professional activities; (2) intermediate, where the digital environment is positioned as a distinct area of linguistic cognition and a factor in language development and transformation, requiring targeted study; (3) intermediate, where specific narrow interdisciplinary aspects are studied as professional domains; and (4) advanced, where linguistic and IT education are integrated across various professional fields. In addition to interdisciplinary integration, the study highlights the particular relevance of integration with the labor market for such programs.
Conclusions. The study identified a stable and growing interest in integrative approaches in education. At the present stage, the concept of integration is characterized by complexity, accompanied by a deliberate rejection of pre-set rigid boundaries between disciplines, programs, and participants in the educational process. Significant symmetry was found between foreign and Russian approaches to interdisciplinary integration in linguistics and IT. However, Russian universities offer a broader repertoire of integration options due to an expanded range of professional applications combining linguistic and IT competencies. Despite the prevalence of integrative models such as STEAM and LBD in other professional fields, linguistic programs incorporate only selected elements of these models. The popularity of integrative programs in linguistics identified in the study reflects growing interest in this type of education and underscores the need to consider this trend in the context of the upcoming higher education reform in Russia.
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